3What Is Synthetic Phonics? The adjective ‘synthetic’ refers to the fact that children are taught to ‘synthesise’ (i.e. put together or build up) pronunciations for unfamiliar written words by translating letters into sounds and blending the sounds together.Synthetic phonics teaches the phonemes (sounds) associated with the graphemes (letters). The sounds are taught in isolation and then blended together.
45 ELEMENTS OF A SYNTHETIC PHONICS PROGRAMME Learning The PhonemesLearning The Graphemes Which Represent The PhonemesBlending Sounds For ReadingSegmenting Words For WritingReading And Spelling High Frequency/Tricky Words
5PHONIC KNOWLEDGE AND SKILLS LETTERS AND SOUNDSLetters and Sounds is a phonics resource published by the Department for Education and Skills in It sets out a detailed and systematic programme for teaching phonic skills, starting in Nursery, with the aim of children becoming fluent readers by the age of seven.PHONIC KNOWLEDGE AND SKILLSPhase 1(N/R)Pre-phonic knowledge and skills. Activities are divided into seven aspects.Phase 2(R)19 PGCs. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.Phase 325 additional PGCs including 7 single letter phonemes. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.Phase 4No new PGCs (phoneme-grapheme correspondences). Focus on blending and segmenting longer words with adjacent consonants, e.g. swim, clap, jump.Phase 5(Y1)The "complex code". Alternative graphemes for known phonemes are introduced. Also different ways of pronouncing graphemes already known.
6oo hook? or soon? ow low? or cow? ea sea? or head? g gate? or gem? c HOW DO YOU SAY………..?oohook? or soon?owlow? or cow?easea? or head?ggate? or gem?ccat? or circle?
7(and how to say them!) a b j PHONICS ORDER(and how to say them!)ssss not suhatt not tuhpp not puhii not eyerrrr not ruhhh not huhbffff not fuhffllll not luhllssjvvvv not vuhaias in raineeas in beenighas in nightoaas in boatooas in balloonas in lookaras in caroras in foruras in burnowas in blowe-eas in Petei-eas in likeo-eas in homeu-eas in cute
8PHONICS LESSONS Must be practical and interactive Pace should be fairly quickProvide opportunities to say sound out loud in real and alien words every dayProvide opportunities for writing real and alien words every dayRobot speak and bring in phonological awareness at all opportunities throughout the day
9PHONICS IN EYFSChildren’s phonic knowledge assessed on entry into Nursery and ReceptionChildren grouped according to needUp to 5 sounds taught per week – 30 minute sessions every dayConstant reinforcement of phonic skills throughout the dayActivities/worksheets sent home every week
10A multi – sensory approach: See the letter shape(s) – graphemeHear the sound (phoneme) - “ay”Learn a song and action to accompanyeach phoneme
11PHONICS IN KEY STAGE 1Children’s phonic knowledge assessed throughout Key Stage 1Children grouped according to needUp to 5 sounds taught per week – 30 minute sessions every dayConstant reinforcement of phonic skills throughout the dayActivities/worksheets sent home every weekYear 2 lessons become more GAPs focussed
12PHONICS HOMEWORKBased on the sound or sounds worked on during the weekShould show examples of the “sound” made by the grapheme if there are alternatives eg look or foodShould be completed by the child with adult supportMust be completed and returned to school every week
13PHONICS SCREENING CHECK A phonic decoding assessment carried out in Year 1 at the end of the Summer term40 words and non-words that each child attempts to read independentlyChildren need to correctly read 32 words out of 40 to passChildren who do not pass will take the check again at the end of Year 2
15PHEASEY PARK FARM READING SCHEME Books of different genres –fiction, non-fiction, and poetryStandards First to 16 – clear progression in reading and comprehension skillsRuns through EYFS, KS1 and KS2Follow up activities/guide forparents in the majority of books
16HOME READINGThree ElementsKey WordsReading BooksChildren’s Reading Record
17KEY WORDS Flashcards Words that can be “sounded out” Sight words Chip went andSight wordswanted said theLearn in a random order!Checked by staff regularly
18BOOKS Same characters appear regularly Familiar situations/range of topics/interestsConstant reinforcement of key wordsExtremely detailed illustrationsText may appear easy but can the child understand the book?
19Children’s Reading Record For parents and school staffDate/sign every time you read togetherMake comments!Please send words,reading book andreading record to school EVERY DAY
20Reading Together Find somewhere quiet! Read the title and talk about the front coverAsk questions throughout – “what might happen next?”Discuss own experiences that relate to the storyUse the correct terms - author, blurb,speech marks, exclamation marks etc.Discuss the story together – what didyou like about the book? favourite part?Re-tell the story in own words
21If your child gets stuck on a word… Give them some thinking time!Sound out the wordLook at the picture for a clueAsk child to read sentence again – missing out difficult word. What could fit in the gap? Does that make sense?Read sentence again (missing out difficult word) – ask what could fit in the gap
22ComprehensionComprehension is children’s understanding of what they have readBegin with verbal responses to questionsWorksheets to compliment the books children bring home from schoolChildren should read questions carefully and record answer in a full sentenceThis prepares children for the end of Key Stage 1 assessments
26STAGES OF WRITING Initial or final sounds. Initial and final sounds. Medial Sounds.CVC Words.Tricky Words.
27SEGMENTING SOUNDS FOR WRITING Listening for the initial, medial and final sounds in a word by “stretching it out”“shop” 3 phonemes = sh – o - pKnowing the correct graphemes to represent the sounds heardChildren tend to identify and write initial, then initial and final sounds (medial vowels are often more difficult to hear).
28WRITING EXPECTATIONS END OF RECEPTION Uses phonic knowledge to write words in ways which match their spoken sounds.Writes some irregular common words.Writes simple sentences which can be read by themselves and others.Some words are spelt correctly and others are phonetically plausible.
30WRITING EXPECTATIONS END OF KEY STAGE 1 Consistent use of capital letters and full stops.Use a range of connectives to extend sentences e.g. because, so, then, when, but…Use descriptive features to add detail e.g. adjectives, expanded noun phrases, similes.Use a variety of sentence starters.
32Literacy Homework in Year 2 To be returned on the specified dateMust be written in pencilPupils should take pride in the presentation of their workBased on concepts taught in school during the week, e.g. descriptive writing, connectives, letter writingParents to support children but allow them to develop their own ideas